Interview
Roger Barnard
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On Japanese Students
It is generally acknowledged that the level of English proficiency among Japanese --
despite the amount of money spent on EFL in the country -- is below average compared to other countries. What
are your views on this?
I think it's probably true that the average Japanese person does not excel in communicating effectively in English.
I feel this is mainly due to the way the language is taught in secondary schools and colleges, for example emphasizing
obscure points of grammar and pronunciation, learning words out of context, and a preference for clear-cut right/wrong
answers that are test-friendly.
Cultural factors, such as the reluctance to stand out in a group, and the fear of being perceived as 'pushy' by
expressing an individual opinion, also play a part. And the Japanese like to do things well; they often talk of
'mastering' rather than 'learning' English, and this desire for perfection breeds a fear of mistakes, which in turn
produces hesitancy and avoidance of potentially problematic situations.
Having said all that, I have met many Japanese who are excellent communicators in English, and whose ability puts my
limited Japanese ability to shame. I think it's also true that English education is changing, and although the average
high school graduate may know less about the language than before, there appear to be more students who realize that
English is a means of expression and communication and who actually enjoy using it.
What are some of the most common mistakes Japanese students make in your classes?
Stressing the final syllable in words like "organization". Using 'ever' in a positive statement such as
"I have ever been to Europe." Using 'will' for any sentence about the future (instead of the present
continuous or 'going to', for example). Calling me Mr. Roger. Forgetting the textbook. Not switching off
their cellphones.
On Publications
How did you get into writing course textbooks?
I had always been interested in preparing my own class materials, and In the late eighties, Warren Wilson,
who I'd taught with a few years previously, asked me to join him in writing a textbook specially designed
for large classes. That became Fifty-Fifty, and if you're interested in why I never made it as an artist,
check out my artwork for the first edition.
How is writing a business course different for a general course? Is one particularly more enjoyable
or difficult than another?
I think the only major difference is the content. There is no approach, treatment or exercise style that
is peculiar to business courses. Authentic materials and realistic invented materials are certainly extremely
important in a business course, but these days they are just as important in a general text, too.
One of the most difficult things about writing Business Venture was the amount of time we had to spend searching
the print and electronic media trying to find appropriate authentic materials. It was also difficult getting
permission to use our selections, but luckily OUP took care of that.
What advice would you give to prospective textbook/material writers?
Follow a sequence that looks something like this:
- Carefully analyze the good and bad points of any published materials you use in class.
- Write your own alternative and / or supplementary materials, and try to get your colleagues
to use them. Elicit feedback from teachers and students.
- Design a short course for your school or institution. Elicit feedback.
- Contact publishers and offer to pilot / review materials prior to publication.
- Offer to write teacher's books or workbooks.
- Submit your own proposal for a textbook. If you have an idea for a book, you will have to present
a convincing argument for the publisher to go ahead with it. Apart from at least three sample units,
you will need to prepare a rationale for your book or course, and compare it with titles in the same area.
OR
Sit back and wait for the invitation to write a blockbuster.
On Professionalism
What resources (e.g. books, web sites, teacher organizations) have been beneficial
to your professional development as an educator? What resources would you strongly recommend to a teacher?
I found the RSA Diploma course tough but extremely valuable. Although the course includes a theoretical component,
it places great emphasis on practical classroom management skills, and helps to heighten your awareness of what you
and your students actually do in the classroom.
Organizations such as JALT, TESOL, and IBC (International Business Communicators) provide opportunities to meet other
teachers outside your own workplace, and also to give presentations, an excellent way of organizing your thoughts
about learning and teaching.
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